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Implementing Outreach and In-Reach Inclusion Models to Support SEND Learners Across Mainstream and Special School Settings
Research Summary
Special and mainstream schools collaborated to provide personalised academic and social inclusion sessions. All pupils met targets and showed gains in confidence, engagement and social skills.
Supporting SEND Leaders to Drive Inclusive Practice: A Train-the-Trainer Model for High Quality Teaching
Research Summary
SEND leaders co-designed immersive training on the four areas of need, offering universal classroom strategies. Participants reported stronger confidence, empathy, and sustained improvements in inclusive practice.
Strengthening provision through collaboration between specialist and mainstream
Research Summary
A Whole School SEND regional network enabled mainstream and specialist leaders to share effective semi-formal provision models, strengthening confidence and inclusion for learners with complex needs.
Improving identification and intervention for Speech, Language and Communication Needs (SLCN)
Research Summary
A Whole School SEND Professional Development Group brought education and health partners together to improve identification and intervention for SLCN across a local authority.
Embedding a positive behaviour culture through staff development
Research Summary
Targeted SEND CPD empowered support staff to work confidently and consistently, improving engagement and wellbeing for pupils with SEND.
Developing trauma informed practice to support social, emotional and mental health in an infant school
Research Summary
A whole-school trauma-informed approach strengthened emotional regulation, relationships and inclusive culture in an infant school with high SEND need.
How a mainstream secondary school created a structured support base to strengthen inclusion and outcomes for learners with SEND
Research Summary
A mainstream secondary school developed a structured internal provision to support emotional regulation, improving attendance, engagement and inclusive culture for learners with SEND.
Preparing pupils with PMLD for adult life through curriculum design
Research Summary
A curriculum review strengthened preparation for adulthood and transition planning for pupils with PMLD in a special school.
Improving SEND outcomes through quality first teaching in maths
Research Summary
A quality-first-teaching approach in maths improved attainment, attendance and inclusion for learners with SEND across a secondary school partnership.
Improving outcomes for pupils with SEND through improving school SEND systems and governance of SEND, and supporting staff confidence
Research Summary
Whole School SEND supported a primary school judged by Ofsted as requiring improvement to strengthen SEND leadership, governance, and classroom practice, resulting in clearer levels of provision, improved staff confidence, and more consistent inclusive teaching.
A Focus on Phonics
Research Report
Structured phonics routines and a simplified two-step approach improved engagement and independence for Year 1 pupils with SEND, reducing cognitive load and strengthening early literacy skills.